Welcome to the Camtree Digital Library
The Camtree Digital Library publishes peer-reviewed research reports produced by educators from around the world. Library content is freely available to all readers.
Camtree supports educators to reflect on their practice and conduct research to improve learning in their own contexts and organisations, through its website at https://www.camtree.org. Camtree is based at Hughes Hall, University of Cambridge.
Recent Submissions
Item How to Develop Grade 7 Learners’ Research Skills by Using the Story-based Learning Approach at the English Lessons?(2024)Background and purpose: Nazarbayev Intellectual Schools in Kazakhstan strive to develop life skills of youngsters so that they become well-prepared for the challenges they may face when being an adult. A special attention is paid to research skills, as they comprise several crucial abilities necessary for life. This study shows the possibilities of developing students’ research skills in English lessons at a young age, when they are in grade 7. Aims: The aim of this research is to apply story-based learning approach at the English lessons and to explore how it can help develop learners’ research skills such as making up questions, carrying out interviews, and identifying problems. Study design or methodology: This is a lesson study research aimed to improve teaching and learning outcomes. The participants of the study were grade 7 students. There were 16 students aged 12-13 from 2 different groups. 4 English teachers observed the lessons and provided feedback. The research data were collected with the aid of surveys, interviews with students and lesson observation. Students’ feedback was also used. All the research methods helped to identify whether students liked the process, what they learned and how stories helped to develop their certain skills. The pre-research data that were collected with the help of a survey helped to identify whether it is appropriate to use the story-based learning approach with grade 7 learners. Conclusions, originality, value and implications: Stories can be a great source for developing young learners’ research skills. Stories can be efficiently used for creating relevant questions, interviewing each other, identifying the problem and proposing solutions. Progress in language acquisition can be seen both in more able and struggling students. However, this requires a lot of effort and creativity from the teacher because he/she needs to develop activities that are targeted at developing young learners’ research skills.Item 在小学英语课堂小组讨论活动中提升学生表达技能 (Developing Expression Skills through Group Discussion in Primary English Classes)(2024)Context: This study explores how expression skills set out in the Think-Talk Toolkit (TTT) could be used to improve third-grade students' participation in group discussions in an English classroom in Panshi Experimental Primary School, China, against a background of curriculum reform. Aims: The primary goal is to improve the quality of group discussions and increase student participation in English lessons. The teacher sought to develop students' confidence, encourage the use of English in discussions, and foster critical and innovative thinking by applying TTT expression strategies such as openness and inviting students to express their viewpoints. Methods: An action research approach was applied over five classroom sessions. The study involved progressively introducing TTT expression skills into group discussions, encouraging students to use a bilingual approach (English and Chinese) to share ideas. Data was collected through classroom observations and interviews, focusing on how students engaged with the group discussion activities and the impact of the TTT strategies on their participation. Findings: The use of TTT expression strategies, particularly fostering openness and encouraging students to express their viewpoints, significantly increased students' participation in group discussions. Students progressed from passive participation to actively contributing ideas, with some previously very hesitant students becoming much more active. However, students’ low levels of language and lack of confidence meant that the original plan was adapted to focus on reinforcing expression skills rather than progressing to try and introduce critical thinking skills before students were able to meaningfully engage with these. Implications: Other educators might find that using TTT expression strategies can help increase student participation in group discussions, especially for students at an early stage of learning English. Encouraging openness and active expression can help students overcome barriers like fear of making mistakes, leading to more dynamic and inclusive classroom interactions.Item Developing Scholarship and Research Skills: Interrogating the Literature on Subject Specialist Trainee Teachers’ Desirable Features(2024)Context: This study was conducted by the Secondary School Subjects Special Interest Group (SSS-SIG) at Nottingham Trent University. It focused on improving Initial Teacher Education (ITE) programs for secondary subject teachers in England, with the aim of influencing both the university's own programs and regional/national policy. The inquiry addressed the need to better understand the key characteristics expected of secondary Postgraduate Certificate in Education (PGCE) trainees across various subject specialisms. Aims: The research sought to develop scholarship and research skills among early-career teacher educators and investigate the desirable traits of trainee teachers in secondary education. Key aims included understanding the balance between subject knowledge and pedagogical skills, identifying how these expectations vary across different subjects, and using this insight to inform course design and revalidation processes within ITE programs. Methods: A systematic literature review was employed, following a structured process of question development, literature search, data extraction, and thematic analysis. The research team analyzed studies related to secondary PGCE courses using academic databases and compiled the results into a thematic framework. Tools such as PRISMA diagrams and literature matrices were utilized to document and compare findings across subject areas. Findings: Seven key themes emerged, highlighting the importance of balancing subject knowledge and pedagogical skills, the challenges of designing generic teacher education programs, the effectiveness of subject knowledge enhancement courses, the development of practical teaching skills, and the role of reflection and mentorship. Additionally, the interplay between mentorship and school-based experiences was found to be crucial for trainee development, with different expectations observed across subjects. Implications: This study suggests that teacher education programs need to carefully balance subject- specific and pedagogical training. Other teacher educators might reflect on the importance of incorporating reflective practices, mentorship, and subject-specific approaches into PGCE courses. It also emphasizes the value of integrating theory with practice through enhanced school-based learning opportunities.Item The appropriacy of reading texts to develop reading skills(2023)Context: This study was conducted at the Ethiopian Police University Peacekeeping Language Centre, focusing on adult intermediate-level police officers in Addis Ababa, Ethiopia. These officers were being prepared for English-speaking UN peacekeeping missions. Aims: To improve the reading comprehension skills of the students by addressing the appropriacy of reading texts used in class, considering cultural relevance and vocabulary difficulty. Methods: The research utilized questionnaires, focus group discussions, and a reflective journal, involving 30 students. It aimed to understand students' perceptions of the reading texts, the difficulties they faced, and their suggestions for improvement. Findings: The study identified that the reading texts were culturally inappropriate for the students, making them difficult to engage with. Additionally, the vocabulary was too challenging, and the allocated time for reading practice was insufficient. Following adjustments to make the texts more culturally relevant and simplify vocabulary, students reported improved comprehension and engagement. Implications: The research underscores the importance of selecting culturally appropriate and linguistically accessible reading materials to enhance language learning. Materials should be adapted to the cultural context of students and there is a need to ensure vocabulary is comprehensible, facilitating better engagement and learning outcomes.Item Exploratory action research on handling a large class(2023)Context: This study focuses on the exploration of managing large classes at Jigjiga University, Ethiopia, specifically within the College of Dryland Agriculture, Department of Human Nutrition. It addresses the challenges faced in teaching undergraduate students aged 20 to 30 in oversized classes. Aims: The primary objective is to identify and implement effective strategies to enhance teaching and learning efficiency in large classes, aiming to improve student engagement and academic performance. Methods: Through exploratory action research, the study utilized focus group interviews with students, peer observations, and interviews with colleagues to assess the impact of large class sizes on teaching and learning experiences. Findings: Results indicated student dissatisfaction with large class environments, citing difficulties in active learning and teacher-student interaction. The study found that implementing a "think-pair-share" strategy, introducing peer feedback mechanisms, and utilizing team assignments improved student engagement and learning outcomes. Implications: The research highlights the effectiveness of learner-centered strategies in large classes, favouring the adoption of interactive and collaborative teaching methods to foster a more engaging and productive educational environment.
Communities in Camtree Digital Library
Select a community to browse its collections.